This is approximately the fifth lesson on our unit on magnets and electricity. The lesson will begin by activating prior knowledge and posing questions, after a discussion we will move into active reading of a source outside of their book, to concluded we will have an open forum for related questions, and fill out our class KWL.
Opportunities to Learn:
Depth of Knowledge
Today’s reading will be mostly factual, students will be expected to recognize concepts and simple information, DOK 1. However in the discussion students will also be expected to explain simple relationships, DOK 2. They will also be asked a few questions involving more in depth explanations, possibly DOK 3
Prerequisite Knowledge
At this point students will be expected to be at least at yellow light status (about ready to move on, but cautious with the material) stage. This means they will have talked about how and why magnets work, as well as what forces are as a class.
In addition to this to understand the reading better, as well as fully participate in the review game, students will be expected to know routing factual information about the world around them. Examples include: that birds and other animals migrate, that the earth has a geographic north and South Pole. This information should hopefully be available to them, although full of misconceptions, to allow them to fully engage the material.
Plans for Differentiating Instruction
The reading will be the same for everyone. Those who struggle may be placed into special groupings (i.e. with aid or high performing students) on a case by case basis.
Accommodations and modifications
During the reading, students with comprehension difficulties will be grouped with either myself, the paraprofessional (if appropriate), or high performing students.
Environmental factors
The normal set up will do. f
Materials
• Appropriate handouts
• SS
Objectives:
• Students will engage in active reading with a partner or small group• Students will hypothesize about the implications of the earth having a magnetic field
• Students will recognize that the earth has a magnetic field
• Students will recognize that many animals rely on the Earth’s magnetic field
Instruction:
Opening:
As Students come into the room the days questions will be on the board – What are some of the effects of the Earth having a magnetic field? They will take a SS and answer that quickly (draw the magnetic field of a simple bar magnet) and then ponder the question. After they have a chance to draw their best guess, I will have a student come to the board and draw his, that way everyone can make sure that theirs is correct. At this point we will launch into a discussion on the days question.
Engagement:
After the discussion I will point out to students that we still have unanswered questions. Questions which we will try to answer during our reading, at this time I will point out that having a purpose for reading makes the reading more meaningful. I will place the first page on the projector and ask for a volunteer to read. After each paragraph I will stop and ask kids what information they found important, and underline that, modeling good note tacking. After about a page (depending on the class and day) I will partner students up and inform them that they should read the rest in partners, and that will be coming around to answer any questions.
After reading is done we will start a class discussion by first asking students base comprehension questions as a lead in to brainstorming about magnets in nature.
Closure:
I will end the class by reminding students of everything they have learned and that anything they didn’t know today they should figure out or stay after next week, because it is all far game for a test. To reinforce this learning I will have the class make changes to the KWL.
Assessment:
Today’s assessment will be the science starter which I will collect and check as well as the informal assessment of the class discussion.
Lesson Plan
Lesson Title:
The Earth has a magnetic field?State Standards: GLEs/GSEs
PS 3 8bPS 3 8cPS 3 8d
National Standards:
Context of Lesson:
This is approximately the fifth lesson on our unit on magnets and electricity. The lesson will begin by activating prior knowledge and posing questions, after a discussion we will move into active reading of a source outside of their book, to concluded we will have an open forum for related questions, and fill out our class KWL.Opportunities to Learn:
Depth of Knowledge
Today’s reading will be mostly factual, students will be expected to recognize concepts and simple information, DOK 1. However in the discussion students will also be expected to explain simple relationships, DOK 2. They will also be asked a few questions involving more in depth explanations, possibly DOK 3Prerequisite Knowledge
At this point students will be expected to be at least at yellow light status (about ready to move on, but cautious with the material) stage. This means they will have talked about how and why magnets work, as well as what forces are as a class.In addition to this to understand the reading better, as well as fully participate in the review game, students will be expected to know routing factual information about the world around them. Examples include: that birds and other animals migrate, that the earth has a geographic north and South Pole. This information should hopefully be available to them, although full of misconceptions, to allow them to fully engage the material.
Plans for Differentiating Instruction
The reading will be the same for everyone. Those who struggle may be placed into special groupings (i.e. with aid or high performing students) on a case by case basis.Accommodations and modifications
During the reading, students with comprehension difficulties will be grouped with either myself, the paraprofessional (if appropriate), or high performing students.Environmental factors
The normal set up will do. fMaterials
• Appropriate handouts• SS
Objectives:
• Students will engage in active reading with a partner or small group• Students will hypothesize about the implications of the earth having a magnetic field• Students will recognize that the earth has a magnetic field
• Students will recognize that many animals rely on the Earth’s magnetic field
Instruction:
Opening:
As Students come into the room the days questions will be on the board – What are some of the effects of the Earth having a magnetic field? They will take a SS and answer that quickly (draw the magnetic field of a simple bar magnet) and then ponder the question. After they have a chance to draw their best guess, I will have a student come to the board and draw his, that way everyone can make sure that theirs is correct. At this point we will launch into a discussion on the days question.Engagement:
After the discussion I will point out to students that we still have unanswered questions. Questions which we will try to answer during our reading, at this time I will point out that having a purpose for reading makes the reading more meaningful. I will place the first page on the projector and ask for a volunteer to read. After each paragraph I will stop and ask kids what information they found important, and underline that, modeling good note tacking. After about a page (depending on the class and day) I will partner students up and inform them that they should read the rest in partners, and that will be coming around to answer any questions.After reading is done we will start a class discussion by first asking students base comprehension questions as a lead in to brainstorming about magnets in nature.
Closure:
I will end the class by reminding students of everything they have learned and that anything they didn’t know today they should figure out or stay after next week, because it is all far game for a test. To reinforce this learning I will have the class make changes to the KWL.Assessment:
Today’s assessment will be the science starter which I will collect and check as well as the informal assessment of the class discussion.Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: